middle years programme handbook 2019 - 2018

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Middle Years Programme

Handbook

2018 - 2019

Empowering students to achieve academic

excellence and be responsible citizens

1

What is an International Baccalaureate (IB) education? 3

The IB Learner Profile 4

What is the IB Middle Years Programme (MYP)? 5

The Curriculum 5

ntexts in the MYPGlobal Co 6

Approaches to Learning (ATL) 7

Service as Action 7

Service as Action at Qatar Academy 7

MYP Projects 8

Personal Project: Grade 10 8

Assessment in the MYP: rigorous criteria, applied consistently worldwide 8

MYP Assessment Criteria 9

MYP Grade Descriptors 9

Academic honesty 10

IB MYP course results 11

IB MYP certificate 11

How does the MYP prepare students for the IB Diploma Programme and what happens at its conclusion? 12

Qualifying for the IB Diploma (Grade 11 and 12) at QA 12

ewsSubject Area Overvi 13

Language and Literature in Arabic 13

Nature and aims 13

Unit OverviewArabic 13

Assessment Criteria 15

Language and Literature in English 16

Nature and aims 16

English Language and Literature Unit Overview 16


Language Acquisition 18

Nature and aims 19

rviewLanguage Acquisition Unit Ove 36


Individuals and Societies 21

Nature and aims 22

Individuals and Societies Unit Overview 22


hematicsMat 24

Nature and aims 24

2

Content, knowledge and skills 24

Mathematics Unit Overview 25


sScience 29

Nature and aims 29

Sciences Unit Overview 29


Design 31

Nature and aims 31

Design Unit Overview 32


Physical and Health Education 34

Nature and aims 34

Physical and Health Education Unit Overview 34


Arts 36

Nature and aims 36

sVisual Art 41

Drama: Content, knowledge and skills 42

Music: Content, knowledge and skills 42

Grade 9 and 10 Music Performance 42

Grade 9 and 10 Music Production 42

Media (G9 and G10 Film): Content, knowledge and skills 42


Islamic Studies 43

Nature and aims 43

Content, knowledge and skills 44


Cultural Studies 45

Nature and aims 45


Bibliography 45

3

What is an International Baccalaureate (IB)

education? The IB continuum of international education, for students aged 3 to 19, is unique because of its academic and personal rigour, challenging students to excel in their studies and personal growth. The IB aims to

hat is marked by enthusiasm and empathyinspire a quest for learning throughout life t .

rounded students, who respond to challenges with optimism -The IB aspires to help schools develop welland an open mind, are confident in their own identities, make ethical decisions, join with others in

world, complex and -g our common humanity and are prepared to apply what they learn in realcelebratinquality programmes of international education that share a -unpredictable situations. The IB offers high

powerful vision. An IB education :

·centred programmes promote healthy relationships, ethical -s student’the IB – focuses on learnersresponsibility and personal challenge

·IB Programmes help students to develop – develops effective approaches to teaching and learningor both academic and personal successthe attitudes and skills they need f

·IB programmes increase understanding of languages and cultures, – works within global contexts

and explore globally significant ideas and issues

·IB programmes offer a curriculum that is broad and balanced, – explores significant contentconceptual and connected .

Informed by values described in the learner profile, IB learners strive to become inquirers, knowledgeable,

takers, balanced and reflective. These -risk minded, caring,-thinkers, communicators, principled, openattributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success .

4

The IB Learner Profile ur skills We nurture our curiosity, developing o Inquirer:

for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life .

: We develop and use conceptual Knowledgeable

nge of understanding, exploring knowledge across a radisciplines. We engage with issues and ideas that have local and global significance .

: We use critical and creative thinking skills to Thinker

analyse and take responsible action on complex problems. cal We exercise initiative in making reasoned, ethi

decisions .

: We express ourselves confidently and Communicatorscreatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups .

ity and honesty, with a strong sense of fairness and justice, and with respect for We act with integr Principled:

esthe dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We approach uncertainty with forethought and determination; we work independently and takers -Riskcooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change .

te our own cultures and personal histories, as well as the values and : We critically appreciaminded-Open

traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience .

ent to service, and we act to make : We show empathy, compassion and respect. We have a commitmCaringa positive difference in the lives of others and in the world around us .

intellectual, physical, -: We understand the importance of balancing different aspects of our lives Balancedfor ourselves and others. We recognize our interdependence with other being-to achieve well -and emotional

people and with the world in which we live .

: We thoughtfully consider the world and our own ideas and experience. We work to understand Reflectiver to support our learning and personal developmentour strengths and weaknesses in orde .

5

What is the IB Middle Years Programme (MYP)? The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual

heir challenge, encouraging students to make connections between tstudies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding

essential qualities for young people who are —and global engagementbecoming global leaders .

nough to accommodate most national or local The MYP is flexible ecurriculum requirements. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma

related Certificate (IBCC)-and the IB Career Programme (DP) . The IB Middle Years Programme :

·being holistically-intellectual, social, emotional and physical well’ addresses students ·ills they need in order to provides students opportunities to develop the knowledge, attitudes and sk

manage complexity and take responsible action for the future ·ensures breadth and depth of understanding through study in eight subject groups

·additional language of requires the study of at least two languages (language of instruction andchoice) to support students in understanding their own cultures and those of others empowers students to participate in service within the community

·e of learninghelps to prepare students for further education, the workplace and a lifetim .

The Curriculum The MYP consists of eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design. A detailed description of

ourse can be found in this guideeach c .

Film, Drama, Visual Art, Music Production or -In MYP 4, our students choose one of the following art forms Music Performance, which they will study for two consecutive years. In MYP 5, students choose one of the

Business Studies, Geography or History for their Individuals and Societies course and -tions offered three opeither Materials or Digital for Design . The MYP: a unique approach, relevant for a global society The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community . MYP teachers organize the curriculum with appropriate attention to :

·. Students learn best when their learning experiences have context Teaching and learning in contextand are connected to their lives and the world that they have experienced. Using global contexts, MYP

lly minded. students explore human identity, global challenges and what it means to be internationaPlease see the table below for the 6 global contexts .

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·. Concepts are big ideas that have relevance within specific disciplines Conceptual understandinges and ideas of and across subject areas. MYP students use concepts as a vehicle to inquire into issu

personal, local and global significance and examine knowledge holistically .

Global Contexts in the MYP Global contexts direct learning towards independent and shared inquiry into our common humanity and

Using the world as the broadest context for learning, MYP projects can shared guardianship of the planet. develop meaningful explorations of :

Global Context Focus question and description

Identities and relationships

Who am I? Who are we? Students will explore :

o Identity o beliefs and values o personal, physical, mental, social and spiritual health o human relationships including families, friends, communities and cultures o what it means to be human .

Orientation in space and time

when“d an” where“What is the meaning of ?” Students will explore :

o personal histories o homes and journeys o turning points in humankind o discoveries o explorations and migrations of humankind o the relationships between, and the interconnectedness of, individuals and

civilizations, from personal, local and global perspectives .

Personal and cultural expression

What is the nature and purpose of creative expression? Students will explore :

the ways in which we discover and express ideas, feelings, nature, culture, o beliefs and values

o the ways in which we reflect on, extend and enjoy our creativity o our appreciation of the aesthetic .

Scientific and technical innovation

How do we understand the world in which we live? Students will explore :

o the natural world and its laws o the interaction between people and the natural world o how humans use their understanding of scientific principles o the impact of scientific and technological advances on communities and

environments o the impact of environments on human activity o how humans adapt environments to their needs .

Globalization and sustainability

How is everything connected? Students will explore :

made systems and communities-o the interconnectedness of human o the relationship between local and global processes o how local experiences mediate the global

nessinterconnected-o the opportunities and tensions provided by world making on humankind and the environment-o the impact of decision .

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Fairness and development

What are the consequences of our common humanity? Students will explore :

o rights and responsibilities o the relationship between communities o sharing finite resources with other people and with other living things o access to equal opportunities . o peace and conflict resolution .

Approaches to Learning (ATL)

A unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts.

ts learn how to learn. The ATL skills can be split up into 5 Developing and applying these skills help studenATL categories and divided further into 10 skills clusters .

IB ATL skill category MYP ATL skill cluster

Communication I Communication

Social II Collaboration

Management-Self III Organization

IV Affective

V Reflection

Research VI Information literacy

VII Media literacy

Thinking VIII Critical thinking

XI Creative thinking

X Transfer

Service as Action

Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB

—o demonstrate a commitment to servicelearners strive to be caring members of the community whmaking a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project . Service as Action at Qatar Academy

y and Service holds a special place within the MYP at QA, as all students must meet Service as CommunitAction requirements in each year of the programme. Beginning in grade 6, students are required to

d classes, supported by the advisory complete one independent project outside of regularly scheduleprogramme. These independent projects become more challenging as students rise through the grades .

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Community and Service requirements

Grade 6 Minimum 1 activity and reflection completed

Grade 7 Minimum 1 activity and reflection completed

Grade 8 2 activities and reflection completed

Grade 9 1 Athletic and one creative activity and reflection completed

Grade 10 1 Athletic and one creative activity reflection completed

portfolio (through -In each year, students maintain a Service as Action Reflection Journal on their personal eManagebac) documenting outcomes and reflecting on their experiences. Each year, students use this

ll requirements for the MYP Certificate. The Service as journal to document that they have completed aSpecifically, to Action requirements must be met to maintain placement within the school, as per our policy.

ents for ensure that students do not fall too far behind, a student may not have incomplete requiremService as Action two years in succession .

Students are provided with detailed information about the Service as Action programme, including requirements for independent projects, supported within the advisory groups programme by their Grade

el leaders, Service as Action Facilitator and their advisory teacherlev .

MYP Projects

MYP projects provide students the opportunity to demonstrate what they have learned in the MYP . Personal Project: Grade 10 The starting point is the latter months of grade 9 when students start exploring their passions and choose a goal to accomplish over the coming months. This is an exciting aspect of the programme, as students have

ique and creative ways. This is also widely considered the best an opportunity to show their talents in unworld goals and find the -life challenge within the MYP programme, demanding that students set real-real

best ways of achieving them .

uidance of the Personal Project Coordinator and the Every student has a supervisor, as well as the help and gMYP Coordinator, to be successful in their personal project. Supervisors meet with students on a regular

ceed. basis to share information about requirements and deadlines, and to provide advice about how to proHowever, it is the students themselves who make decisions about what they will do and how they will achieve it . A detailed Personal Project booklet is given to each student during the second semester of grade 9 in

ge. The booklet lists deadlines and provides specific information about addition to a dedicated online pachoosing a topic, working with a supervisor, organizational methods, MYP requirements, and assessment.

nd their achievements are This culminating experience of all their learning is completed over many month acelebrated in the MYP Exhibition in March .

Assessment in the MYP: rigorous criteria, applied consistently

worldwide

MYP assessment standards are consistent around the world. In order to maintain the rigour for which the IB related. Teachers structure varied and valid assessment -nowned, the MYP assessment model is criterionis re

tasks so that students can demonstrate achievement according to objectives defined by the IB. Tasks are the work of other students assessed against established criteria, not against .

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A good curriculum develops a range of student skills. The MYP encourages teachers to assess this acquired -skill set, including how to succeed in written examinations. Typical MYP assessment tasks include openon -olving activities and investigations, organized debates, tests and examinations, handss-ended, problem

experimentation, analysis and reflection. MYP assessment is carried out by teachers, according to the criteria defined by the IB .

MYP Assessment Criteria !Please note: Each criterion is out of 8

Subject group Criterion A Criterion B Criterion C Criterion D

Language and literature

Analysing Organizing Producing text Using language

Language Acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating Using language

Individuals and societies

Knowing and understanding

Investigating Communicating Thinking critically

Sciences Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science

Mathematics


Investigating patterns Communicating Applying mathematics in the real world

Arts Knowing and understanding

Developing skills Thinking creatively Responding

Physical and Health Education


Planning for performance

Applying and performing

Reflecting and improving performance

Design Inquiring and analyzing

Developing ideas Creating the solution

Evaluating

MYP Projects Investigating Planning Taking action Reflecting

The total is always out of 32 !

MYP Grade Descriptors

Grade Boundary Guidelines

Descriptor

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1 1 – 5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills .

2 6 - 9 uces work of limited quality. Expresses misunderstandings or significant Prodgaps in understanding for many concepts and contexts . Infrequently demonstrates critical or creative thinking. Generally inflexible in

plying knowledge and skillsthe use of knowledge and skills, infrequently ap .

3 10 - 14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and

of knowledge and skills, creative thinking. Is often inflexible in the userequiring support even in familiar classroom situations .

4 15 – 18 quality work. Communicates basic understanding of most -Produces goodconcepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills

room situations, but requires support in with some flexibility in familiar classunfamiliar situations .

5 19 – 23 quality work. Communicates secure understanding of -Produces generally highconcepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar

-h support, some unfamiliar realworld situations and, wit-classroom and realworld situations .

6 24 – 27 quality, occasionally innovative work. Communicates extensive -Produces highunderstanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar

and real world situations, often with independenceand unfamiliar classroom .

7 28 - 32 quality, frequently innovative work. Communicates -Produces highcomprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking.

ce and expertise in Frequently transfers knowledge and skills with independenworld situations-a variety of complex classroom and real .

MYP: From Principles into Practice, page 93

Academic honesty

11

Academic honesty is seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer

modeling and taught skills. Although it is probably easier to -pressure, culture, parental expectations, roleexplain to students what constitutes academic dishonesty, with direct reference to plagiarism, collusion and

stressing the benefits of cheating in examinations, whenever possible the topic is treated in a positive way, properly conducted academic research and a respect for the integrity of all forms of student work in the MYP . All MYP students are expected to understand the basic meaning and significance of concepts that relate to

esty, especially intellectual property and authenticity. However, a conceptual understanding academic honalone is not sufficient; students are given opportunities to increase their knowledge and practical skills to apply such concepts to their work .

rn key ATL skills such as citing and referencing, and are given opportunities to make MYP students leamistakes and learn from them so that they are well prepared for further studies after the MYP . The following concepts are addressed over the course of the 5 MYP Years :

● The concept of intellectual property (including the many different forms of intellectual property rights, such as patents, registered designs, trademarks, moral rights and copyright .

● Plagiarism ● The difference between collaboration and collusion ● authentic piece of workWhat is an ● Paraphrasing and citing ● Referencing using MLA 7

IB MYP course results Students who complete MYP year 5 are eligible to receive IB MYP course results that report their achievements in

s expectations for ’of the personal project and the schoolthe programme, including successful completion

community service. IB MYP course results provide official documentation of successful grades that have been

validated by MYP eAssessment-externally .

IB MYP certificate esults meet certain conditions are also eligible to receive the IB MYP certificate. Students whose IB MYP course r

This award requires participation in the final year of the programme, with recommended participation for two

years, and successful results from :

● (one from each of four required subject groups, plus an interdisciplinary screen examinations-five on

assessment(

● one ePortfolio from a course of study in language acquisition

● one ePortfolio from a course in physical and health education, arts or design

● the personal project .

s expectations for community service’In order to obtain the IB MYP certificate, students must meet the school .

screen examinations for one of the -The MYP bilingual certificate additionally requires successful results from on

following .

● nd literature course (instead of a course in language acquisition)A second language a

● One (or more) science, individual and societies, or interdisciplinary examination(s) in a language other

s chosen language and literature course’than the student

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students for the IB DP and what How does the MYP prepare

happens at its conclusion?

The MYP develops skills and knowledge necessary for success in the IB DP. By the end of the MYP, students support. They should be able to plan, organize and complete their own learning activities with limited

should have strong communication skills using a variety of styles of communication, such as different languages and the specific styles of mathematics, sciences, humanities, arts, etc. Students should be able to

strengths, as well as identify and accommodate their weaker areasidentify and build on their . In addition to these academic skills, over the course of the MYP, students will develop a strong knowledge

lps to prepare students for and skills base in the different subject areas. This knowledge and skills base hethe greater challenges of the Diploma Programme .

Qualifying for the IB Diploma (Grade 11 and 12) at QA

Please see the High School Handbook for further information on requirements for entering the QAD IB Diploma Programme .

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Subject Area Overviews

Language and Literature in Arabic

Nature and aims

Are to encourage and enable students to : ·expression, analysis -use language as a vehicle for thought, creativity, reflection, learning, self

and social interaction ·develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a

variety of contexts · -develop critical, creative and personal approaches to studying and analysing literary and non

literary texts ·engage with text from different historical periods and a variety of cultures

·-explore and analyse aspects of personal, host and other cultures through literary and nonliterary texts

·explore language through a variety of media and modes ·develop a lifelong interest in reading

·concepts and skills in a variety of authentic contextsapply linguistic and literary .

Arabic Unit Overview

Grade 6

Unit Title Key concept Related concept Global Context Statement of Inquiry

Short story

Connections

-Purpose, Selfexpression Theme


ي تعزيز الروابط للعلاقات والصلات دور ف

. بي الناس

Informational, interpretive and descriptive texts

)Ministry of Education and Higher Education(

Perspective

Context, Purpose, Style


ز المنظور المرتبطعز

الحقائق والأفكار ت

. بالفرد والجماعات

World Literature )Novel: Princesses

Don't Wear Jeans- by Brenda (Bellingham

Creativity

Audience imperatives Character

expression-Self


ا ي تعزيز الشخصية ثقافي للإبداع دور ف

ا . واجتماعي

Persuasive and discussion texts


Communication Point of view expression-Self

Structure


كة تدعم التواصل الفعال . اللغة المشتر

Poetry

Connections

Audience imperatives Purpose, Style


ي إبداعي الغرض منه الشعر هو نمط أدب التعبت عن الهويات، وتعزيز الروابط

. لدى الجمهور المستهدفوالعلاقات

Grade 7


http://www.goodreads.com/author/show/297746.Brenda_Bellingham



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Short story Communication Character, Setting, Style


ز التواصل بي الناس. تبادل الثقافات يـعـز



Creativity Structure Theme


ز عملية توليد الأفكار الجديدة. الإبداع يعز

World Literature )The Blind Novel:

Pony - by Jeanne (Betancourt

Connections Point of view expression-Self

Structure


ي التعبت عن الذات ي ف للروابط أثر إيجاب

. محليا وعالميا



Perspective Audience imperatives Style Theme


ي توجيه لوجهات النظر المختلفة أثر ف

. والسلوك بي الناسالعلاقات

Poetry Creativity Audience imperatives Purpose, Style


ي للأجيال القادمة، الشعر هو سجل تاريخ

ة ويعكس الهويات والعلاقات والخت ية . البشر

Grade 8


Biography Creativity Context, Genres, Structure


ي واللغوي والاجتماعي أداة من السياق الثقاف

. أدوات الإبداع



Communication Structure, Style Scientific and technical innovation

الابتكارات العلمية تدعم التواصل بي . المجتمعات

World Literature )The Drama:

-Merchant of Venice by William Shakespeare(

Connections Character, Context, Theme


ي للأعمال الأدبية ي والثقاف

السياق التاريخ . يعزز فهم السياق اللغوي



Perspective Point of view expression-Self


ي عندما يعت المرء يحدث التغيت الإيجاب . عن وجهة نظره

Poetry Creativity Structure, Genres, Style


ي التعبت عن الثقافة ي ف

للشعر دور إنساب . العربية

Grade 9


Drama Creativity Audience imperatives Character, Setting


ي تغيت ثقافة الجمهور ي ف . للإبداع أثر إيجاب



Perspective Style Theme


ي تشكيل ثقافتنا للنصوص غت الأدبية دور ف

. الإنسانية

http://www.paperbackswap.com/Jeanne-Betancourt/author/



15

World Literature ) by –short stories

Alice Munro & Lydia Davis(

Communication expression-Self Setting


ي تعزيز للروابط الثقافية واللغوية دور ف

. العلاقات بي الناس



Connections Audience imperatives Theme


كة يتطلب التواصل الفعال لغة مشتر. مكتوبة أو شفهية

Poetry Creativity expression-Self Style


. اللغة أداة من أدوات الإبداع

Grade 10


Novel Connections Character, Context Setting


ي تعزيز للروابط اللغوية والثقافية دور ف

. العلاقات بي الناس



Communication Structure Theme


ي النصوص غت الأدبية أساليب الكتاب ف

ي نقل الإشارات والحقائق والأفكار تساهم ف. والرموز

World Literature )Novel: The Bread

by Xavier de -Peddlermontepin(

Creativity Audience imperatives Structure, Style


ي توجيه صناعة للصورة النمطية أثر ف

. القرارات



Perspective Audience imperatives Style


ربما يمكننا الاستفادة من فهمنا للتجربة الإنسانية لسد الفجوة بي ما نعرف وما

. بوسعنا تخيله

Poetry Creativity Genres, Intertextuality, Purpose


ي التأثت على عواطف الجمهور . للشعر أثر ف

Assessment Criteria

Criterion Descriptor

Criterion A Analysing

Criterion B Organizing

Criterion C Producing text

Criterion D Using language

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Language and Literature in English

Nature and aims

Are to encourage and enable students to : ·expression, analysis -use language as a vehicle for thought, creativity, reflection, learning, self

ial interactionand soc ·develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a

variety of contexts · -develop critical, creative and personal approaches to studying and analysing literary and non

literary texts ·with text from different historical periods and a variety of culturesengage

·-explore and analyse aspects of personal, host and other cultures through literary and nonliterary texts

·explore language through a variety of media and modes ·p a lifelong interest in readingdevelo

·apply linguistic and literary concepts and skills in a variety of authentic contexts .

At all grade levels students will read summer reading materials that are used for skills based activities during the anthologies and for grade 10 set texts. All the 9 –of the new school year. For grade 6 the first weeks

s website’ reading material is on the school . Every unit has a focus (primary) genre but other genres will be touched upon to ensure a balance. To further

literacy development in Grade 6 to 8, the following will be usedsupport : http://membean.com (vocabulary) http://youngzine.org (topical issues) http://biblionasium.com (Reading journal) https://www.readworks.org/ (Reading comprehension)

English Language and Literature Unit Overview

Grade 6


Iron Man )Novella(

Connections Structure Personal and cultural expression

The structure of a language allows readers to make personal connections to texts

Memoirs Perspective Self expression Identities and Relationships

Writers employ personal narrative techniques to .share personal experiences

Cinematography

Creativity Audience imperatives, style


Film makes use of cinematographic techniques in .order to convey meaning

Choose Kind tyIdenti Context Identities and Relationships

Identity and self-esteem is impacted by a sense .of community

Living with Language

Communication

Structure, style Personal and cultural expression

Clear style, structure and personal expression .help us to communicate effectively

Grade 7


http://membean.com/

http://membean.com/

http://youngzine.org/

http://biblionasium.com/

https://www.readworks.org/

17

Tales of the unexpected

)short stories(

Creativity Character, setting Personal and cultural expression

An author combines creativity and structure in a story

Poetry Aesthetics Self expression Personal and cultural expression

Poets employ a range of poetic devices and structures to express ideas and emotions

Wonder to Wisdom

Form Purpose Orientation in space and time

In order to convey their sense of wonder about discoveries, writers structure texts that offer a .perspective connecting individuals to their world

Advertising Communication

Purpose Personal and cultural expression

Advertisers construct a reality through purposeful communication


Communication



Grade 8


Poetry Perspective Self expression, style Personal and cultural expression

Self-expression and perspective are key to a writer's style

Literature Circles :

s ’HeroJourney

Connections Point of view, character, structure

Identities and Relationships

Making connections between literary texts and our own lives helps us to see ourselves as the .hero of our own journey

One World, Many Stories

Creativity Context, genre, theme Personal and cultural expression

Story genre reflects personal and cultural .expression through creativity, context and theme

IDU: Media &Civil Rights

Perspective Point of view, change, equity ,

power


When people challenge inequality and

discrimination in society, all media coverage is a

.construction


Communication



Grade 9


Drama: Macbeth

Creativity Character, theme Personal and cultural expression

Playwrights use the development of characters .to convey themes to an audience

Poetry Communication

,Theme, self-expression style


Poetry uses language techniques to .communicate ideas and opinions

Novel: The Pearl

Communication, Perspective

Point of view, context Orientation In Time And Space

Social and historical perspectives impact the way .a novel is written and received

Language and Mass Communication: Visual Literacy

Communication

Genres, Purpose, style Personal and Cultural expression

Visual texts have their own language and can be crafted and analysed in the same way as written .texts

Grade 10


Writing Portfolio

‘An

Perspective Context; Audience imperatives


Authors use drama and its conventions as a form of social commentary. Context informs the way an author writes a text and the way an audience .responds to a text

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Inspector Calls’

Language & Mass Communication News reporting

Communication

Context; Point of view; Purpose

Orientation in Time &Space

News reporting raises awareness of our place in .the world and influences our responses to it

Analysing Text

‘Into The Wild’

Perspective Self expression; theme Identities & Relationships

The biographer’s perspective on their character shapes our understanding of the way they perceive the world (including values, feelings, .(beliefs, nature, culture

Novel Study &Short

Stories

Creativity Genres; Theme Personal & Cultural Expression

A writer's voice is conveyed through their .particular writing style and use of literary devices

Assessment Criteria


Criterion A Analysing

Criterion B Organizing

Criterion C Producing text

Criterion D Using language

Language Acquisition

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Nature and aims

Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the students with a skills base to facilitate further language

so that the complexity and range of Phasesage learning in learning. The MYP structures additional langulanguage profiles that students bring to their MYP classrooms is acknowledged and fostered . The aims of the teaching and learning of MYP language acquisition are :

·gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage

·develop a respect for, and understanding of, diverse linguistic and cultural heritages ·s communication skills necessary for further language learning, and for ’develop the student

study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes

·ough the use of a range of learning toolsenable the student to develop multiliteracy skills thr ·literary texts and -enable the student to develop an appreciation of a variety of literary and non

to develop critical and creative techniques for comprehension and construction of meaning ·-student to recognize and use language as a vehicle of thought, reflection, selfenable the

expression and learning in other subjects, and as a tool for enhancing literacy ·ingenable the student to understand the nature of language and the process of language learn ·offer insight into the cultural characteristics of the communities where the language is spoken

·foster curiosity, inquiry and a lifelong interest in , and enjoyment of, language learning

Language Acquisition Unit Overview

be taught in Arabic, French and Spanish to various degrees of language complexity depending on The units will

the Phase .

Grade 6


My family and I Connections Pronunciation,

Word Meaning

Cognates


To learn a new language it is useful to make connections with your own .

My school Communications Conventions,

Context


Language conventions and structures make communication possible and help build relationships .

My house and my city

Connections Word choice,

Context


Every language has keywords that help connect elements in space and time .

Free time Connections Message,

Structure,

Audience


Choices of place and time help to create connections that enhance relationships with others .

Grade 7


At the cafe Culture Intonation,

Conventions


Cultures use different conventions to express choices .

The body and sports

Communication Purpose,

Structures,

Patterns


Language conventions and patterns make communication possible and help us communicate with a purpose .

Clothing and shopping

Connections Pattern,

Structure

Personal and Cultural expression

Language elements connect by following specific patterns .

20

Holidays and Places of interest

Culture Purpose,

Form


Text forms help express our feeling and cultural preferences in order to communicate with a purpose .

Grade 8


Customs and Traditions

Culture Function,

Conventions,

Idioms


Understanding idioms allow us to relate to other cultures .

In my opinion Creativity Purpose,

Audience,

Form


Language form can help communicate purposefully with an audience in mind .

The environment

Connections Purpose,

Message

Globalisation and Sustainability

Commands are intended to influence our behaviour, decisions and perceptions .

Going to a different place


Pattern,

Form

Globalisation and Sustainability

Sequencing is an important factor on how we use patterns to express experiences .

Grade 9


Means of transport and travel


Structure,

Pattern

Fairness and Development

Connections of patterns and structures within a language help with purposeful communication .

LIfe in the city and the country

Creativity Purpose,

Pattern,

Point of view


Language patterns help express different points of view .

Trades and professions

Creativity Audience,

Purpose,

Conventions


Communication with a purpose and sense of audience can prove very effective .

Health Communication Empathy,

Patterns,

Argument


Persuasive language helps express empathy, argue with other people, and influence behaviour, decisions, and perceptions .

Grade 10


Holidays Culture Audience,

Message,

Context


Languages use different resources to persuade audiences .

Youth and culture

Culture Purpose,

Audience,

Word Choice


Language can be used to express points of view and .motivate people to take action

Press and Media

Communication Purpose,

Pattern,

Argument


Development of media has changed the way w use .language and images to inform the audience

Celebrities Communities Audience,

Purpose,

Point of view


Biographies allow audiences to identify and relate to people whose lives have made an impact in the .community

21

Assessment Criteria


Criterion A Comprehending spoken and visual text

Criterion B Comprehending written and visual text

Criterion C Communicating in response to spoken, written or visual text

Criterion D Using language in spoken or written form

Individuals and Societies

22

Nature and aims

● Encourages learners to respect and understand the world around them . ● Equips students with the necessary skills to inquire into historical, contemporary, geographical,

mpact on political, social, economic, religious, technological and cultural factors that have an iindividuals, societies and environments .

● Helps students to appreciate critically the diversity of human culture, attitudes and beliefs . ● Enables students to collect, describe and analyse data used in studies of societies; test hypotheses;

and learn how to interpret increasingly complex information, including original source material . ● and as responsible members of local and Helps students to develop their identities as individuals

global communities .

Individuals and Societies Unit Overview

Grade 6


What is Humanities?

What is History?

Time, Place and Space

Perspective Orientation in time and space

Bias and different perspectives are influenced by one's orientation in time and space

Explorers: How the Age of Explorers changed the world .

Global interactions Culture, Power and Trade

Orientation in time and space

Power and trade are common reasons for cultures to explore new lands and interact with others .

Islamic Empires: What are the achievements of the Islamic

Empires?

Change Innovation, and Power Identities and relationships

Empires change societies they conquer and establish their systems due to power .

What is Geography ?

Global interactions Resources, Environment, Trends and Patterns


The relationship between humans and the physical

environment is interdependent and we can often

see patterns and trends .

Grade 7


Climate Time, Place, and

Space

Resources,

Dependence

Globalization and

Sustainability

Geographic location determines climate. However, climate change is a global issue regardless of .where you live

Ancient

Civilizations

Systems Culture,

Interconnectedness

Orientation in Time

and Space

How systems interconnected shaped the cultures .of ancient civilizations

Agents of

Change

Change Conflict, Authority Fairness and

Development

Throughout history, individuals and communities have resisted and challenged authority to create .fairness and change

Natural Hazards

-

Interdisciplinary

with Science

Global Interactions Causality Fairness and

Development

Convection currents are natural systems that can cause natural hazards but scientific innovation can be more fairly shared to help communities around the world survive the catastrophic consequences .caused by these events

Grade 8


23

Revolutions in

Trade

Time, place and space Trade, Innovation and

Revolution

Scientific and

technical innovation

Revolutions in trade and commerce bring positive and negative changes to societies across the globe, .through inventions and innovations

Impact of

Natural

Resources

Global Interactions Sustainability, Scarcity Fairness and

Development

The availability and consumption of natural resources has an impact on the environment, society, development and the economy, both .locally and globally

Civil Rights in

North America

Change Equity, Power Orientation in Time

and Space

Throughout time individuals and communities have organized themselves to change society by .challenging inequity and discrimination

Grade 9


Urban

Morphology

Time, Place & Space Processes,

Sustainability

Globalisation and

Sustainability

The process of urbanisation presents social,

environmental and economic opportunities and

.challenges for local and global sustainability

Introduction to

Economic

Systems

Systems Resources, Choice identities and

Relationships

Economic systems are based on the choices that

people make in order to allow the efficient

.allocation of resources

Globalisation

and Trade

Global interaction Globalisation, Culture Globalisation and

bilitysustaina

The rapid increase in cross border economic, social

and technological change has positive and negative

consequences .

Nation building

and Conflict

Change Power, Identity Orientation in Time

and Space

The struggle for power and identity leads to

.conflict and change

2019 only)-Grade 10 (2018


Urban

Morphology

Time, Place & Space Sustainability,

,Processes

Globalisation and

Sustainability

The process of urbanisation presents social,

environmental and economic opportunities and

.challenges for local and global sustainability

Biomes Systems Resources Globalisation and

Sustainability

The sustainable management of biomes is

.dependent upon time and location

Empires,

Superpowers

and the Cold

War

Global Interactions Power, Causality Fairness and

Development

Throughout time military, political and economic

power have led to the development of empires

and superpowers with significant global influence .

Development:

Imagining a

hopeful future

through social

protest

Change Equity, Globalisation,

Innovation and

Revolution

Fairness &

Development

Change is required if we are to create a more fair

.and equitable world

IDU Food & the

Environment:

Fact or Fiction

Systems Resources, Choice Scientific &

Technological

Innovation

nges to the systems and technology used to Cha

produce and distribute food have created both

choice and challenge .

24

Assessment Criteria


Criterion A Knowing and understanding

Criterion B Investigating

Criterion C Communicating

Criterion D Thinking critically

Mathematics

Nature and aims

solving skills that contribute to the -Mathematics promotes analytical reasoning and problemdevelopment of logical, abstract and critical thinking. It also provides a powerful universal and

d to investigate and model largely unambiguous language. Its standard techniques can be usephenomena and relationships in a multitude of contexts, including natural and societal, and its results are then used for many applications including informing decisions, developing systems,

he environmentmonitoring progress and manipulating t . In Grades 9 and 10, students may be placed in an Mathematics Extended class. This course follows the same aims and objectives as all MYP Mathematics classes, and supports students who are

ate concepts more thoroughly, and/or prepare for ready and able to move at a faster pace, investigadvanced studies in Mathematics .

Content, knowledge and skills

Fundamental facts and techniques in number, geometry, statistics and probability underpin inquiry e investigative method itself is studied. Skills are life contexts. Th-into relationships in real

introduced in the context of important, standard problems and applied in these situations as well those that are unfamiliar or more complex. A key application of mathematical techniques is the

g of relationships, which is achieved both through standard procedures and more general modellininvestigative methods . Students learn to interpret their results, including the validity and scope of any model, in the

decisions. Standard notation, terminology and context of the problem and use them to informother communication techniques are studied and applied throughout the course. Numerical,

solving and communication are studied together -algebraic and geometric methods for probleminks between these different methods are emphasised, as well as their whenever feasible and the l

relative advantages and disadvantages in terms of accuracy, clarity and efficiency .

25

Mathematics Unit Overview

Grade 6


The Four Ops Relationships Representation


Mathematics has been represented in different ways and different forms throughout history and yet is a universal language

Keeping Qatar CLean

Relationships Measurement & Quantity

Globalization & Sustainability

Measurement of various aspects of a

country help quantify relationships

that can be used to compare

countries and lead to sustainability

.efforts through shared ideas

Expressions and Equations

Relationships Pattern & Quantity Scientific & Technological Innovation

Algebraic representation can be used

to model everyday relationships that

.can show quantity and pattern

Geometric Puzzles Communication Measurement Personal and cultural expression

Through the use of measurement and

design you are to design and make a

child's jigsaw that engages and

encourages the user to recognise and

.identify geometric shapes

Grade 7


In the Kitchen Form

Pattern & Quantity Scientific and technical innovation

Number and ratio sense, patterns and

mathematical forms help us to better

quantify the world to help improve

.and innovate in daily activities

Expressions and Equations (Cell Phone Plan

Relationships Justification & Model


Logic, patterns and algebraic rules are

used to develop models of real-life

.situations to help justify decisions

Dream Home Relationships Pattern & Space Personal and cultural expression

Mathematical patterns and forms create measurable space used in art, architecture and other modes of personal expression .

Anything But Typical

Form Justification Representation

Fairness & Development

Relationships between sample size

and general populations allows for

visual representations of data to

.justify conclusions

Grade 8


Outbreak

Relationships Measurement & Quantity


The ability to measure extreme

quantities allows innovation in the

.quality of life for communities

Taxi !!! Logic Equivalence & System


Creating algebraic models to logically represent relationships such as distance, rate and time, and using graphical systems and solving

26

them using equivalence can making-improve decision .

Transformations Aesthetics Patterns and change


Designs using patterns, create aesthetic pieces that help as explore !our identities

Statistically Speaking

Relationships Pattern & Representation

Other (students choose their own based on their choice of question for their project(

Data collection and representation allows for pattern recognition to describe relationships and connections that affect daily and lifestyle choices .

Grade 9


Algebraic skills and relationships

Form

Pattern and Model Identities and Relationships

Number patterns can be represented in algebraic form .

Quadratics Relationships Change and Equivalence


Not all relationships are linear. Not all change is constant .

Measurement and trigonometry

Form Space and representation


The shapes we model can be represented in the space around us .

Probability Form Model and representation


The chance of all outcomes is one and can be represented in a variety of way to identify the options that lead to all outcomes .

Statistics Connections and JustificationModel


Statistics connects us to the world we inhabit through justified models .

Grade 9 Extended


Sets and Venn Diagrams

Form Representation Identities and relationships

Symbolization is used as a means of classifying and describing the properties of numbers and how they are related. classifying them into groups based on characteristics

-is important in many crossingscurricular fields Eg. Living th .

Algebraic review Change Equivalence Simplification


What is more natural, order or Chaos .

27

Linear relationships

Relationships Model Pattern Representation


The relationship between 2 variables often yields patterns or trends that can be modeled by linear relationships, which involves the application of some of the 4 arithmetic operations .

System of Equalities and Inequalities

Relationships Representation Simplification


To make informed decisions, systems of equations and inequalities are used to obtain optimal solutions to diverse problems involving multiple variables .

Plane and Coordinate Geometry

Form Justification Measurement Quantity Representation


The use of points, lines, and surfaces allow us to explore the world around us, thus enabling us to

made -define and quantify the manand natural environment .

Trigonometry d Time, place anspace

Measurement Quantity Representation Space


Trigonometric skills allow us to world -determine dimensions of real

objects without needing to physically measure them all .

Quadratic Functions

Time, place and space

Model Pattern


Quadratic functions are used to represent trajectories of projectiles acted under gravity, and having their parabolic curvature used in many scientific and engineering fields. They also provide us with a tool that allow us to create a

optimize the mathematical model tousage of our resources .

Indices & Exponential Equations and

Relationships Generalization Model Representation


Most natural growth or decay phenomena can be modeled by exponential functions that allow us

ct their future impactto predi

Grade 10


Organising Information

Logic Quantity and Representation


How we organise and find similarities and differences .

Quadratics Relationships Model and Representation


Quadratic functions provide us with a mathematical model to maximize/minimize output which allows us to utilize our resources more efficiently .

Geometry Connections

Measurement and Space


Geometric concepts can be used in real life situations .

Descriptive Statistics

Connections Justification and Model


Statistics connects us to the world we inhabit through justified models .

Algebraic techniques

Form Model and Representation


Explore how transformations affect functions .

Grade 10 Extended Mathematics


28

Circle Geometry, Similarity and Congruency

Logic Justification Identities and relationships

Based on basic geometric facts, other more complex facts can be determined and used to solve a variety of geometric problems .

Number Patterns and Functions

Relationships Pattern


Functions are a precise representation of a relationship between 2 variables .

Trigonometry Relationships Space


Many things in the natural and industrial world run on a continuous cycle. By looking at the geometric patterns and relationships e.g. shapes and angles will help understand how certain things work. Many natural occurrences can be modelled using periodic unctionsf .

Statistics and Probability

Communication Representation


Statistics and probability enable meaningful decisions to be made that affect individuals, communities, environment and the world .

Exponential and Logarithmic Functions

Relationships Representation


Establishing the relationship between exponential and logarithmic functions, allows various growth and decay phenomena to be understood ..

Transformations D-and Vectors in 2

Change Change Equivalence Space


Knowledge and understanding of specific transformations allows us to develop our spatial awareness involving movement

D, as well -of (plane) shapes in 2cultural expression as .

Assessment Criteria


Criterion A Knowledge and understanding

Criterion B Investigating patterns


Criterion D life contexts-Applying mathematics in real

29

Sciences

Nature and aims

The aims of MYP sciences are to encourage and enable students to : ●understand and appreciate science and its implications

●consider science as a human endeavour with benefits and limitations ●g and flexible minds that pose questions, solve problems, construct cultivate analytical, inquirin

explanations and judge arguments ●develop skills to design and perform investigations, evaluate evidence and reach conclusions

●llaborate and communicatebuild an awareness of the need to effectively co ●life contexts-apply language skills and knowledge in a variety of real

●develop sensitivity towards the living and nonliving environments ●reflect on learning experiences and make informed choices .

The Science courses are based around the development of 2 important areas, skill acquisition and key concepts . Every topic is based around a number of skills that encourage the student to look at the world around

based skills. -encompass practical scientific or research them via scientific methodology. This mayStudents are encouraged to develop their inquiry based skills via open ended tasks that allow them to investigate branches of science that are relevant them and to their community at large .

ncepts promote the development of a broad curriculum. They represent big ideas that are Key coboth relevant within and across the science disciplines and connect to other subjects. Inquiry into key concepts can facilitate these connections .

wSciences Unit Overvie

Grade 6


s alive! Systems in ’Itorganisms

Systems Form and Function


Scientific innovation has led to the discovery of the cell and has allowed humanity to discover how these small systems function to form all living systems on Earth

Changes between Phases

Change Transformations Scientific and technical innovation

‘Controlling your personal climate has allowed humans to live in all habitats on the planet’.

Relationships between organisms and the environment

Relationships Balance Globalization and sustainability

Balance in relationships ensures sustainability .

Forces and Motion Relationships Movement Orientation in time and space

Movement is related to where you are in space .

Grade 7


Our relationship with Microbes

Relationships Function Globalization and Sustainability

Some microbes can cause us harm, however relationships between humans and microorganisms are mostly beneficial to functions

30

and sustaining global health today and in the future .

Our Senses and Change

Change Interactions Scientific and technical innovation

We use our senses to interact with sound and light and change simple waves into useable information, but when they are not functioning properly, science and technology can help us

acting with our find ways to continue interenvironment .

Acids and Bases Relationships Balance Scientific and technical innovation

advanced, modern world, it is -In our technicallythe imbalances in relationships that balance our lives .

Natural Hazards and Global Response

Global Interactions

Systems / Cause and Consequences


Convection currents are natural systems that

can cause natural hazards but scientific

innovation can be more fairly shared to help

communities around the world survive the

catastrophic consequences caused by these

.events

Grade 8


Photosynthesis and Change

Change Energy Globalization and sustainability

Students will examine if farming practices can be changed to provide more food energy to sustain the growing needs of an interconnected global society .

Cardiovascular System and Function

Systems Function Orientation in time and space

The human body is a complex, natural system with many subsystems, and when not maintained properly, can break down like any

made system-human .

Characteristics can change due to different properties .

Change Evidence / Models

Scientific and tiontechnical innova

Everything exists due to changes within three incredibly small particles which can be classified and modeled into functional categories because

of their properties .

Systems allow many connections to take place

Systems Energy Scientific and technical innovation

Electricity and magnetism are powerful sources of energy that when harnessed by systems allow humanity to power every aspect of human life .

Grade 9


Changes can build things up or break things apart .

Change Transformation Scientific and technical innovation

The ability to transform fossil fuels into usable products has driven a large part scientific research in the 21st century .

Digestion Relationships Consequences Globalization and Sustainability

Making informed dietary choices and maintaining a healthy lifestyle minimizes the chances of developing life altering disorders and complications .

Rates of reaction Change Evidence / models


s knowledge of chemical interactions ’Humanityhas had long lasting positive and negative changes on the world .

Homeostasis Systems Energy Fairness & development

The human body utilizes a variety of systems to maintain homeostasis. When these systems fail,

access to medical care is vital and necessary to keep life going .

31

Waves Relationships Energy Scientific and technical innovation

There is a relationship between the properties and characteristics of waves that determines their function (energy) and practical application for science and technological innovation .

Grade 10


Change allows us to design new and ingenious solutions

Change

Consequences Scientific and technical innovation

Using scientific and technical knowledge to make innovative changes to DNA can have many consequences

Relationships between space and time can have unwanted consequences

Relationships Consequences and movement


The relationship between space and time have .consequences for your safety

Relationships allow us to make predictions about the unknown

Relationships Evidence and models


Empirical evidence must be linked with theoretical models to allow us to understand the complexity of relationships in Science .

The ability to use one concept in many ways allows us to change how we function in the world

Change Transformation Scientific and technical innovation

Making small changes to simple scientific equipment, can transform their use and has lead to many scientific and technical innovations

Assessment Criteria


Criterion A Knowledge and Understanding

Criterion B Inquiring and Designing

Criterion C Processing and Evaluating

Criterion D Reflecting on the Impact of Science

Design

Nature and aims

The aims of MYP design are to encourage and enable students to : ●enjoy the design process, develop an appreciation of its elegance and power

●develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle

●ctively as a means to access, process and communicate use and apply technology effeinformation, model and create solutions, and to solve problems .

●develop an appreciation of the impact of design innovation for life, global society and environments

32

●t and emerging design within cultural, political, social, historical and appreciate past, presenenvironmental contexts

●s viewpoints and appreciate alternative solutions to problems’develop respect for other ●their own actions developing effective act with integrity and honest, and take responsibility for

working practices .

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; ontexts; and raises encourages students to explore the role of design in both historical and contemporary c

awareness of their responsibilities when making design decisions and taking action’ students .

design solving are at the heart of the subject group. MYP design requires the use of the -Inquiry and problemas a tool, which provides the methodology used to structure the inquiry and analysis of problems, the cycle

development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. a model, prototype, product or system that students have In MYP design, a solution can be defined as

developed and created independently .

planned design programme enables students to develop not only practical skills but also strategies -A wellll students to become actively involved in, and to focus for creative and critical thinking. The MYP expects a

on, the whole design process rather than on the final product/solution .

Design Unit Overview

Grade 6


?What is Design Communication Invention Scientific and Technical Innovation

Invention and innovation can be communicated .through design

Posters that

Matter

Communication Form Globalisation and Sustainability Communication comes in many forms. When ideas are expressed clearly, the end result is more .effective

Arcade Games Communities Function

Innovation

Identities and Relationships Innovative functions of digital games can enhance social interaction within and between communities.I

Monsters Development Resources Personal and Cultural Expression Imaginative use of resources allows us express .ourselves in many ways

Popping Puzzles Communities Function Collaboration

Personal and Cultural Expression Interactions with target audiences ensures that products are developed to fulfil their personal needs .

Grade 7


Phone Core Development Function

Form

Scientific and Technical Innovation

Raw materials can be formed in interesting ways to made products-create custom .

The Perfect Design

Development Invention Evaluation

Personal and Cultural Expression

Iterative design is critical to developing products .that function as intended

Roving Robots

Communities Collaboration Innovation

.Orientation in space and time Innovation and invention change the ways that .societies work together

Under the Sea Communication Innovation Resources

Personal and Cultural Expression Innovative use of resources and materials can encourage individual expression .

Grade 8

33


Marvelous Memos

Systems Function Resources

Scientific and technical .innovation

A product that appears to be simple often requires an underlying systems composed of complex .components to function effectively

Juggling Chickens Development Ergonomics Resources

Personal and Cultural Expression The careful selection of materials can have a .positive impact the ergonomics of a product

-Logo Design

New Iterations

Communication Adaptation Innovation

Scientific and technical .innovation

Through innovation we can adapt logo designs to be more progressive and represent organisations .to be forward-looking and modern

Sahara Safari Communication Innovation Resources

Personal and Cultural Expression an Innovative use of resources and materials cencourage individual expression .

Grade 9


Product Design / Electronics

Woodbots Systems Resources

Invention

Scientific and Technical innovation

Through the application of scientific and technical knowledge we can follow systems and use .resources to invent products

Stack and Store Development Form

Function

Identities and Relationships By identifying the relationship between form and function we can produce an effective solution to .an everyday problem

Electronic Solutions

Development Innovation Scientific and technical .innovation

Innovative use of existing technologies and .materials can create contemporary products

Textiles Design

I Am IB Communication Form Identities and Relationships Designers combine image, colour and texture to .communicate with a target audience

Patch It Together Development Innovation

Resources

Globalization and sustainability Innovative re-use of resources can lead to the .development of new products

Mythical Creatures

Communities Adaptation

Perspective

Orientation in space and time Traditional stories are adapted over time to reflect .the changing perspectives of communities

Digital Design

Captivating the Audience

Communication Ergonomics

Invention

Personal and Cultural Expression Through expression and creativity we can innovate to captivate an audience, whilst crafting designs to .be increasingly more fit for purpose

IB Propaganda Communication Form Identities and Relationships Communities and their identities are shaped by the .way in which they communicate with each other

Grade 10


Recording For The Future

Communities Perspective Orientation In Time and Space Functions of design can help to develop and improve personal and cultural expression .

portfolio-E TBD TBD TBD TBD

34

The Client

is Always Right

Development Ergonomics Adaptation Innovation


Prior knowledge can be used to develop an innovative product that is adapted to meet the needs of an identified client .

Assessment Criteria


Criterion A Inquiring and analysing

Criterion B Developing ideas

Criterion C Creating the solution

Criterion D Evaluating

Physical and Health Education

Nature and aims

The aims of MYP physical and health education are to encourage and enable students to : ·use inquiry to explore physical and health education concepts

· participate effectively in a variety of contexts ·understand the value of physical activity ·achieve and maintain a healthy lifestyle ·collaborate and communicate effectively

·l responsibilitybuild positive relationships and demonstrate socia ·reflect on their learning experiences

Physical and Health Education Unit Overview

Grade 6


Health & Fitness Identity Balance/Choice Identities and Relationships

Identifying and applying healthy choices, leads to a balanced and healthy life .

Swimming Relationships Movement Identities & Relationships

The coordination of body parts develops successful fluid movements

Volleyball Change Movement/Development

Identities & Relationships

Strong Foundations (basic moves) allow us to develop and change our skill level .

Football Change Adaption/Interaction Orientation in space

and time

The ability to adapt skills to the conditions of the

game, the time in the game and the position of my

team will make me more successful .

Games Skills Change Space/Coordination Our Continuous Development

Spatial awareness and coordination are key to developing great game skills. "Do YOUR Best, Forget the REST"!

35

Gymnastics Aesthetics Control/Coordination Personal and Cultural

Expression

Controlling and coordinating your movements,

aesthetic compositions allows you to create more

Grade 7


Volleyball Communication Choices/Consequences Identities & Relationships

The choices we communicate as a team will result .in different consequences

Tae Kwon Do Culture Energy/Respect Personal and Cultural Expression

Appreciating others cultures gives us opportunities to open our minds and learn new skills and show .creativity

Basketball Relationships Responsibility/Interaction


Successful teams build relationships when players fulfill their responsibilities .

Health & Fitness Relationships Choice/Refinement Identities and

Relationships

Understanding the relationship between fitness and an activity can help us choose the right skill to .refine

Badminton Relationships Integrity/Respect Fairness and Development

Core values of respect, integrity and fairness need .not be lost when being competitive

Swimming Development Adaptation/Movement Orientation in space and time

Fluent movement evolves from correct body positioning and being able to adapt to different techniques

Grade 8


Tae Kwon Do Change Energy/Refinement Fairness and Development

A positive energy will lead to changes and quality .of performance

Basketball Relationships Responsibility/Interaction


Successful relationships are built when players fulfil their team responsibilities

Football Connections Function/Interaction Identities and Relationships

Positive connections between players, positions .and tactics are the key to success

International Games

Culture Adaptation/Systems Orientation in space and time

Other cultures have different ideas that we can .adapt to suit our needs

Badminton Relationships Variety/Space Orientation in space and time

Understanding the relationship between space, and the variety of options available will allow us to .be successful

Swimming Relationships Adaptation/Movement Orientation in space and time

Fluent movement evolves from correct body positioning and being able to adapt to different techniques

Grade 9


Volleyball Communication Choice/Interaction Fairness and development

Communicating, interacting and making the correct choices with your team can achieve more .than an individual alone

Jump Rope Relationships Persistence/Interaction Identities and Relationships

Progress can be achieved by understanding how teamwork aids persistence

36

Football Relationships Interaction/Perspectives


The relationships between roles and responsibilities change the way we view each .other

Health & Fitness Development Adaptation/Function Scientific and Technical Innovation

For the development of long term health, we need to understand the function of our bodies and how .they adapt to change

Badminton Communication Adaptation/Refinement

Identities and ionshipsrelat

Communication and cooperation can assist the development of our techniques and interpersonal skills

Swimming Change Environments/Interaction


A changing environment can alter the situation and how you react

Grade 10


Volleyball Change Adaptation Identities and relationships

Understanding the game of volleyball allows me to .lead and adapt to changing situations in the game

Jump Rope Relationships Persistence/Interaction Identities and Relationships

Progress can be achieved by understanding how teamwork aids persistence

Portfolio Unit-e TBC TBC TBC TBC

Football Relationships Interaction/Perspectives


The relationships between roles and responsibilities change the way we view each .other

Basketball Relationships Interaction/Systems Identities and Relationships

A Role Implies Behavior, Rights and Obligations .

Assessment Criteria



Criterion B Planning for performance

Criterion C Applying and performing

Criterion D Reflecting and improving performance

Arts

Nature and aims

·Experience and develop curiosity, interest and enjoyment in their own creativity and that of others

·Explore through the processes of performing arts ·Acquire and develop skills needed for the creation of performing art work

·uage, concepts and principles of performing artsUse the lang ·Communicate their thoughts and ideas through performing arts

·Create performing art work ·Reflect on, appreciate and evaluate their work and the work of others

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·to performing art forms across time, place and cultures, and perceive Develop receptivenessthe significance of these art forms as an integral part of life

Arts Unit Overviews choose At QAD, students have Visual Arts, Drama and Music on a semester rotation in the Middle School. They

one of five arts courses for Grade 9 and 10 . DRAMA

DRAMA 100


Mime With Me Communication Expressions, Presentation

Personal Expression

People can communicate and express themselves without words .

Fairy Tales, Fables and Folklore

Identity, Culture Narrative, Interpretation


Folklore and fables are ancient oral traditions that convey important universal morals .

DRAMA 200


Mime With Me Communication Expressions, Presentation

Personal Expression

People can communicate and express themselves without words .

Peace Journey Change Narratives Boundaries Role


Make connections between world events that impact the lives of people and community through dramatic expression .

Grade 9 DRAMA


Page to Stage

Change

Role, Presentation & Interpretation


Interpretation is an integral part of the creative process

Storytelling Aesthetics Interpretation Personal & cultural expression

Personal and cultural identity is expressed through stories .

Getting to know you

Communication Boundaries & Expression Relationships

Identities & relationships

Trusting each other and building a positive group dynamic is essential for success in drama .

Grade 10 DRAMA


Original Process

Perspective

Interpretation

Presentation

Identities and

Relationships

Theatre has many ways of exploring

issues of importance and that has

traditional -given way to the use of non

theatre methods .

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PORTFOLIO-E Out in November Out in November Out in November Partially Completed Unit plan out in November

Devised Drama

Aesthetics,

Communication

Innovation,

Expression,

Composition &

Structure

Personal and cultural

expression

The creative ensemble process is a

unique way of initiating, developing

and communicating a specific message

to an audience .

MUSIC

MUSIC MYP 1


The Doctor is In ! Time, place and space

Interpretation, Structure

Fairness & Development

Courageous artists can provoke change in both individuals and .societies

Talking in Music

Communication

Narrative, Expression

Personal Cultural Expression

Music as a form of communication expresses what words cannot

MUSIC MYP 2


The Rhythm is Gonna Get You !

Communication

Play & Role

Orientation in Time & Space

Pattern and repetition can .communicate motion

Music in the 21st Century

Creativity

Composition, Expression, Innovation

Scientific & Technical Innovation

Music technology empowers musicians to be creative, expressive and innovative .

Grade 9 MYP 3


Happy Together

Relationships

Role Identities & Relationships

Working musically with others is .its own reward

TechnoLOGIC

Communication

Innovation

Scientific & Technical Innovation

Technology can enhance musicians’ creativity

SoundScape Creativity

Expression and Innovation

Personal & Cultural Expression

All sounds can create an emotional reaction

Grade 10 MYP 4, MUSIC Instrumental

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Practice makes Permanent

Change Play Orientation in Time & Space

Effective, efficient and consistent practice is more significant to development than natural talent

PORTFOLIO-E Out in November

Out in November Out in November Partially Completed Unit plan out in November

Our Album Creativity Expression, Narrative, Communication


A collaborative album of artists' work is an expressive means of communication

Grade 10 MYP 4, MUSIC Instrumental


Jingles All the Way Identity Role, Interpretation

Identities & Relationships

An artist's creation has both aesthetic and persuasive value

ePortfolio Out in November

Out in November Out in November Partially completed unit plan released in November

Our Album Creativity Expression, Narrative, Communication


A collaborative album of artists' work is an expressive means of communication

MEDIA

Grade 8 FILM


This IS Me !

Identity

Expression Presentation


Media can form and help reinforce identities and relationships .

Animate to Educate

Aesthetics

Interpretation Composition


Personal and Cultural Identity is expressed through stories

Grade 9 MEDIA


Producers and Consumers

Identity

Audience Innovation


The process of media creation discovery and -leads to self

promotion .

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What you want to say and how you going to say it

...Documentary

Perspective

Narrative Audience


Media perspectives have potential for global influence and can be vehicles for change .

Lights, Camera, Action! TIme to make a music video

Creativity

Composition Expression


Musical form can be enhanced through the addition of visual elements .

Grade 10 MEDIA


Advertising Aesthetics

Audience, boundaries


Visual advertising employs symbols and conventions to instill desire in consumers encouraging 'wants' rather than 'needs .'

PORTFOLIO-E Out in November

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Putting it all together

Communication Genre Narrative


Communication is enhanced by combining visual and audio elements to convey a narrative

VISUAL ARTS

Grade 6 VISUAL ARTS


Ray-Animal X Change

Innovation Pattern Style


Aboriginal Artists have used animals for inspiration for over 30,000 years .

The Dinner Party

Imagination

Construction Modeling


Demonstrating the exploration of ideas through construction and modeling aids us in developing our imagination .

VISUAL ARTS 100


Radial Design Prints

Connections

Expression Style


We form and understand our awareness by -identity and self

expressing ourselves visually .

Tessellation Aesthetics Composition Visual Culture


People create art to communicate and teach history, values and beliefs .

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VISUAL ARTS 200


Structures In My World

Identity Interpretation Visual Culture


Where we are and who we are may influence how we interpret and express the world around us .

Design: A Study of Space

Creativity Composition Personal and Cultural Expression

Art develops creative thinking and problem solving skills .

Grade 9


Famous ID Identity Visual Culture Audience

Orientation in Time and Space

Identity can be expressed in a variety of different ways and it is the product of Culture, Situations and Personal Perspective .

Explosive Inventions

Communication Innovation, Narrative, Composition, Presentation


Human inventions and technological innovations have changed the environment we live in over time .

Under the Microscope

Change Composition Expression


changing Micro world -The everaround us can offer inspiration for playful expression .

Grade 10


iArtist

Creativity Postmodernism Expression Contemporary Artist

Personal and Cultural Expression Unique Personality

Contemporary Artists have unique personalities and individual responses to art making practices and processes

PORTFOLIO-E

Out in November Out in November Out in November Partially Completed Unit plan out in November

Larger than Life Change 3-D form, Representation, Innovation, Presentation


Scale can be used to create unique opportunities for objects to communicate innovative concepts and new meanings .

Visual Arts

existing artistic skills and knowledge. It provides ’ The MYP Visual Arts program builds on and develops studentsa varied and challenging experience with exposure to a variety of projects, each involving the exploration of

The subject matter is broad and includes drawing/painting/printmaking, graphic different skills, media and aims.design, 3D work, and photography. These functional skills are supported by investigation into art movements,

ositional strategies. The sequence of courses historical contexts, and conceptual work in colour theory and compequips every student to improve their thinking and creative processes concurrent with skill development. Students are encouraged to be exploratory in their approach and use the Creative Cycle of researching, eveloping, doing, and reflectingd .

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Drama: Content, knowledge and skills

·Students will develop a basic understanding of dramatic concepts. The class is introduced to the language and vocabulary of theatre and basic dramatic skills and concepts are introduced .

·nd activitiesStudents are encouraged to engage in drama exercises a . ·Students will learn how to engage an audience effectively through creation and dramatization of

an original or scripted story line . · Students will be able to identify how language arts concepts apply to drama and will be able to

analyse familiar stories using new vocabulary . ·Students will also apply original thoughts and ideas to create original works of theatre .

Students will develop their knowledge and understanding of characters, application of acting · .skills, and dramatic techniques

Music: Content, knowledge and skills

·Compose original works of music ·Arrange and develop music

·To experience music in a variety of forms, styles and genres ·Explore the artistic process through a musical instrument

·Expression of musical ideas and through the use of musical instruments and technology ·performance in front of an audience -Individual and small group performances ·t on their artistic process; how works are created, developed and finishedReflec

·Solicit feedback from their peers, respond to the feedback, and use it to improve their work

Grade 9 and 10 Music Performance

·lized practice regimen that will help him/her to refine his Each student will be given an individuaor her performance skills .

·Students will learn to compose music in various forms that are suitable to be played on/his/her instrument, or along with others to form small ensembles .

·tudents will have the experience of performing in front of small and large audiences, including S(but not limited to): school assemblies, recitals, Quackfest, and regional music events .

Grade 9 and 10 Music Production

·Students in this course will learn how to compose, arrange and edit music through a computer medium, the Digital Audio Workstation (DAW) .

·Students will learn how to use microphones, hardware and recording equipment . ·how aspects of song writing and musical form of various world genres Students will learn .

·Students will learn how different parts of the music industry work together (music business, rformer) PR/promotion, copyright law), and how the roles of the studio (producer, engineer, pe

work together to help create a final product . ·Students in Grade 10 Music Production will collaborate with Film to create the music, Foley and

sound FX for the final movies of that year, to be presented at the annual Multimedia Presentation .

Media (G9 and G10 Film): Content, knowledge and skills

Through learning about media and how to create media, students have the chance to understand better tory that the power of media as a tool for expression and investigation. Imagery in film and media tells a s

immediately crosses cultural boundaries to speak in a universal language. Media also allows students to develop planning and organizational skills within a highly motivating context. (MYP Arts Guide) Students will explore :

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●makers in media play in society, and a cultural and -at key directors and filmThe role that thhistorical awareness of this

●The relationship between media and audience ●How screen language can be used to express ideas

●cinematography, sound recording and editing to create film Skills and techniques in scripting, ●The skills to work independently and collaboratively in defined roles and responsibilities

● diegetic sounds are an integral component of the total-How soundtracks and diegetic and nonmedia experience

●Through the planning processes for making media (for example, treatments, storyboards, scripts, shot logs(

●By engaging in all the production phases and experimenting with the artistic procedures in the making process-media

●Through developing their own personal signature styles in creating media; anticipating and overcoming difficulties, modifying ideas

●By initiating, exploring and developing projects in response to current affairs ●various styles and genres in representation of an issueBy experimenting with

●makers or other media makers, including themselves-By critiquing the work of various film

Assessment Criteria


Criterion A Knowledge and Understanding

Criterion B Developing Skills

Criterion C Thinking Creatively

Criterion D Responding

Islamic Studies

Nature and aims

Islamic Studies is not part of the official IB MYP subject groups but the overall aims and objectives align in most cases. Where appropriate, assessment tasks are created that use the MYP Individuals and Societies assessment criteria .

·ms who perceive human diversity as a necessity and are tolerant of human beings Develop Musli

regardless of gender, colour, ethnicity, religion or language . ·Develop positive relationships between the students, the environment and the universe .

·eling in students of belonging to the Islamic nation at large on the basis of religion, Develop a feculture, goals and destiny .

·s ’Educate students on how to use the knowledge of the Islamic faith to affect a personbehaviour and actions .

·awareness of the importance and value of worshiping’ Raise students . ·Create in students the awareness to use the Holy Quran, Noble Speech and Acts of the Prophet

Mohammad (Peace Be upon Him) as a basis of knowledge, actions and values . ·to apply and practice Islamic values and mannersGuide students on how .

·Familiarize students with Islamic civilization through the study of Islamic personalities, events and art .

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Content, knowledge and skills

an’The Holy Qur Students will do the following : ·an’Memorize passages of the Holy Qur

·Understand the vocabulary and the general meaning of the selected passages ·Recite selected Suras

The Noble Hadith Students will understand, memorize and establish connections with selected Hadiths

Islamic Doctrine Students will know : ·The belief in predestination

·s names and attributes’The belief in Allah ·Impact of the Islamic doctrine on the individual and the community

·s names’Twenty of Allah ·s prophets’Five of Allah

·Philosophy, Science and Belief in Allah

Jurisprudence Students will know : · bah’The history of Ka · Hajj: Definition, significance and rulings · s farewell’The Prophet · Khutbah · The Purification · The History of Islamic Legislation · The Muslim Code of Dress · The Fundamentals of Islamic Jurisprudence

Biography Students will know : ·Social and emotional roles Prophet Mohammad (PBUH) has played in the establishment of

the early Muslim community . ·s (PBUH) death’Madinah after Prophet Mohammad-The characteristics of Al .

·history of IslamMuslim scientists who played great roles in the .

Islamic Ethics Students will know : ·The etiquettes of Supplication (Duaa)

·The Islamic dress code ·The shyness in Islam

Assessment Criteria






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Cultural Studies

Nature and aims

Muslim students at Qatar Academy, offered parallel to Islamic Studies. -Cultural Studies is a course for nons own culture, ’The course seeks to build understanding of the many aspects of culture in Qatar, the student

l Studies falls within the Humanities Department and the course and societies around the world. Culturafollows the MYP Individual and Societies Criteria, but is distinct from the other courses in this subject group .

● Encourages learners to respect and understand the world around them . ● Equips students with the necessary skills to inquire into historical, contemporary, geographical,

political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments .

● ppreciate critically the diversity of human culture, attitudes and beliefsHelps students to a . ● Enables students to collect, describe and analyse data used in studies of societies; test hypotheses;

l source materialand learn how to interpret increasingly complex information, including origina . ● Helps students to develop their identities as individuals and as responsible members of local and

global communities .

Assessment Criteria






Bibliography

MYP from Principles into Practice Published May 2014

MYP subject guides May 2014 Edition

middle years programme handbook 2019 - 2018

Documents